I share these two stories for the chance they offer to think about the power of our words to students. What sentence will you say to a student--intentionally or not--that will stay with them for the rest of their lives? That might, for better or worse, reframe how they see themselves? How do we show students we see them?

This past Tuesday, I gave a keynote to a group of 400 student teachers from around West Michigan. It was only twenty minutes long, so I had to be quick as I went through four things I wish people had told me when I was starting out. Before I get to the four things, you …

Children often struggle to pay attention, but when they are given a task they view as challenging or hard, they are even more likely to give up before truly trying. If you notice a child that is regularly losing focus during challenging tasks, here are some strategies that might help increase that attention span and improve the overall outcome of tasks.

Academic language is a meta-language that helps learners acquire the 50,000 words that they are expected to have internalized by the end of high school and includes everything from illustration and chart literacy to speaking, grammar and genres within fields. No student comes to school adept in academic discourse -- thus, thoughtful instruction is required.

I wanted to try this, but it wants me to uninstall PollEverywhere. Since I have no admin privileges on my work computer, I'm hesitant to ask IT to uninstall something and then if this doesn't work well, I will have to go back and get PollEverywhere reinstalled. Anyone have this issue?

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This is a critical issue. The conclusion is retaining teachers is more important than recruiting them. This requires teachers learning from each others. Mentors are OK, but my experience was it was someone not associated with my school from central office. Leaders have to be more than managers, which is often what administrators are.

I think treating teachers as responsible people is also essential to retaining teachers.

What's the difference between a sense of calm purpose in writing workshops and an atmosphere fraught with tension? Tara Smith finds in her sixth-grade classroom it's the structures in place (or missing) for student independence.

Everything students are asked to do in writing workshop builds on effective teaching during the minilesson. It's important to understand the basics of writing minilessons so we can write them quickly and teach our students to become stronger writers every time we bring them to the meeting area to teach them something new.

... My intentional hunt for layered text is one reason I gravitate toward picture books as a middle school language arts teacher. Reading plain text is a different experience from reading text accompanied by images. Whereas a less experienced reader might read images to support his comprehension of the text, a more experienced reader analyzes images to seek connections between images and text to extend his understanding of a text beyond the meaning of the words alone. The simple act of rereading a text, adding the layer of images on top of words, can have a profound effect on a reader’s interpretation of its meaning.

Abbe personifies a lot of the habits and traits I want my students to cultivate: working hard each day, maintaining a great attitude, treating others with kindness, keeping track of her work and completing it with care, asking questions when she has them, appreciating a challenge, and on and on. If my classes were filled …

Cindy Riley Klages's insight:

ALL teachers should read this! Love these five key beliefs that students need.... I believe they will make a difference.

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